A Better Deal Elsewhere? The Role of Organisational Support for Development in Retaining Employees. Hilde Bøyum. Master of Philosophy in Psychology

Transcription

1 A Better Deal Elsewhere? The Role of Organisational Support for Development in Retaining Employees Hilde Bøyum Master of Philosophy in Psychology Department of Psychology University of Oslo May 2012

2 ii Acknowledgements First and foremost, I would like to express my deepest gratitude to my supervisor, Sabine Raeder, Associate Professor at the Department of Psychology at the University of Oslo. Raeder has been an invaluable resource throughout the process of writing my thesis. She has been an excellent supervisor and I am especially thankful for the support and constructive feedback she gave me. I would also like to thank the HR Department in the participating organisation. They provided me with valuable information and resources, and access to all the respondents. Thus, their support was essential in order to conduct this thesis. Also, I would also like to thank the employees who were interviewed prior to the data collection and the participants for taking the time to complete the questionnaire. I hope this thesis is a positive contribution in the organisation s retention management. Finally, I would like to thank my loved ones and classmates for social support, encouragement, and advice regarding during this process. Thank you Anita Andersen and Karoline Etholm for proofreading my thesis. Hilde Bøyum, May 2012

3 iii Table of Contents Abstract... 1 A Better Deal Elsewhere? The Role of Organisational Support for Development in Retaining Employees... 2 Organisational Support for Development and Intentions to Turnover... 3 Organisational Support for Development and Affective Commitment... 9 Method Sample Procedure Measures Data Analysis Results Descriptive Statistics Moderated Mediation Analysis Bootstrap Analysis Multiple Mediation Analysis Bootstrap Analysis Discussion Organisational Support for Development and Intentions to Turnover Organisational Support for Development and Affective Commitment Limitations and Suggestions for Future Research Practical Implications Conclusion References... 41

4 1 Abstract Employees are increasingly concerned of managing their own career and are thus becoming less loyal. However, to stay competitive organisations need to retain their best talents. The present study examined the relationship between organisational support for development and intentions to turnover, as well as affective commitment. Previous research has indicated inconsistent results between employee development and turnover, suggesting that organisational support for development might increase or decrease intentions to turnover. In addition, studies have implied that it is required to include mediating factors to explain the relationship. The relationship between organisational support for development and intention to turnover was assumed to be mediated by employability and moderated by perceived career opportunities. Psychological contract breach and career success were tested as mediators in the relationship between organisational support for development and affective commitment. The hypotheses were investigated in a sample of 961 managerial and non-managerial employees in an engineering company in Norway. A moderated mediation model and multiple mediation model were applied to analyse the data. Results indicated that organisational support for development is essential in promoting intentions to stay and affective commitment. A partial moderated mediation of perceived career opportunities (moderator) and employability (mediator) was established. Unexpectedly, perceived career opportunities increased intentions to turnover. Career success and psychological contract breach partially mediated the relationship between organisational support for development and organisational commitment. These results contribute to extend knowledge about how organisational support for development improves retention and should be considered an important strategy in the organisation s retention management.

5 2 A Better Deal Elsewhere? The Role of Organisational Support for Development in Retaining Employees Over the last decades the employment relationship has shifted from lifelong employment security to employees increasingly managing their own careers to stay employable in a competitive market (Direnco & Greenhaus, 2011; Eby, Butts, & Lockwood, 2003; Forrier & Sels, 2003). To a greater extent employees seek new challenges and change jobs in order to manage their future career (D'Amato & Herzfeldt, 2008). Especially knowledge intensive organisations need to retain the best talents to stay competitive, as the organisations assets are tied up in the employees. These trends are also evident in Norway. According to the results of the European Employee Index (Ennova & HR Norge, 2012) conducted in Norwegian organisations during 2011, employees are becoming less loyal and are increasingly searching for new jobs to improve their work satisfaction. Moreover, employees report that organisations efforts towards technical and personal development are declining. This might have damaging consequences for organisations since competence development is fundamental in attracting and retaining employees and a prerequisite to develop competitive advantage. Retention management comprises HR practices organisations implement to reduce their turnover rate. For several reasons, retention is critical for knowledge intensive organisations. First, they depend on retaining employees with the highest intellectual capital. However, a tight labour market in some segments imply difficulties in finding talents (D'Amato & Herzfeldt, 2008). Second, employee turnover entail considerable tangible and intangible costs for organisations (Tanova & Holtom, 2008). The tangible costs are related to recruitment, training, quality issues, and costs of temporary staff. The intangible costs are associated with consequences for organisational culture, employee morale, social capital, and knowledge in organisations (Morrell, Clarke-Loan, & Wilkinson, 2004; Newman, Thanacoody, & Hui, 2011). Finally, management is concerned that a high turnover rate implies losing key employees and knowledge (Tanova & Holtom, 2008). Work attitudes such as intentions to turnover and affective commitment provide valuable information about organisations retention efforts. Intentions to turnover reflects the employees desire to continue the employment relationship, and affective commitment is linked to the employees sense of attachment to the organisation (N. J. Allen & Meyer, 1990).

6 3 Organisational support for development is a key factor to retain employees and reflects the employees perceptions of the extent the organisation provides opportunities and programs that support the employees development (Kraimer, Seibert, Wayne, Liden, & Bravo, 2011). Developmental support is considered to be beneficial to the organisation and the employee. Consequently, employees improve their competence and the organisation develops a skilled workforce. However, research has indicated inconsistent results regarding the relationship between organisational support for development and retention (Kraimer et al., 2011). These inconsistencies revealed that support for organisational development might increase (Ito & Brotheridge, 2005) or decrease turnover intentions (Kuvaas & Dysvik, 2010). In addition, studies have indicated that it is required to include mediating factors to explain the relationship between organisational support for development and intentions to turnover (Lee & Bruvold, 2003). The objective of the present study is to investigate the relationship between organisational support for development and retention. Retention is measured with intentions to turnover and affective commitment. First, the study will investigate whether organisational support for development reduces intentions to turnover. Employability and perceived career opportunities will be tested as factors that affect this relationship. Second, the study will analyse if organisational support for development increase affective commitment. Psychological contract breach and career success will be examined as factors that influence this relationship. The purpose of the present study is to contribute to an enhanced understanding of the relationship between organisational support for development and retention and factors related to these relationships. Organisational Support for Development and Intentions to Turnover The present study suggests that intention to turnover is an important retention factor to be examined in relations to organisational support for development. This section will discuss the relationship between organisational support for development and intentions to turnover and present employability and perceived career opportunities as a potential mediator and a potential moderator of this relationship. Organisational training and development opportunities are essential for individuals based on the necessity to remain employable in a competitive market. In

7 4 addition, these opportunities increase feelings of self worth and importance to the organisation since the organisation wants to invest in their employees (Döckel, Basson, & Coetzee, 2006). Development refers to activities in which employees acquire new knowledge or skills for personal growth (Aguinis & Kraiger, 2009). Examples of development programs are job rotation, high-potential programs, training classes and workshops, tuition reimbursement programs, career development and planning, and mentoring (Kraimer et al., 2011). Perceived organisational support has been identified as a strong predictor of intentions to turnover (Guzzo, Noonan, & Elron, 1994). Consequently, providing organisational support and opportunities to participate in the abovementioned development programs should be considered an important strategy to increase retention. Moreover, effective retention strategies such as opportunities for growth, a conducive work environment, and transparent compensation require top management support (Horwitz, Heng, & Quazi, 2003). These arguments suggest development and organisational support are important strategies to improve retention. Thus, the concept of organisational support for development and its relationship to intentions to turnover will be discussed in the next section. Organisational support for development is defined as the employees perceptions of whether the organisation provides programs and opportunities to develop the employees functional and managerial skills (Kraimer et al., 2011). This definition takes into consideration that the presence of development programs does not necessarily imply that employees receive support for competence development or access to the programs. Contextual variables such the communication of development programs in the organisation, high work demands, and relationship with the nearest leader can influence perceptions of support. Thus, organisational support for development recognises that the interaction between the employees perceptions and the organisational context (Kraimer et al., 2011) influences the employees work attitudes. Research on the relationship between employee development as well as support for development and retention has reported inconsistent results (Kraimer et al., 2011). For instance, employees who participated in tuition-reimbursement programs reported higher turnover intentions compared to those who did not participate or took fewer classes (Benson, 2006). Perceptions of supervisor support for development directly decreased turnover intentions, but indirectly increased

8 5 turnover intentions through career adaptability (Ito & Brotheridge, 2005). A direct relationship could, however, neither be established between perceived organisational support and turnover intentions (D. G. Allen, Shore, & Griffeth, 2003) nor between perceptions of organisational investment in employee development and intent to leave (Lee & Bruvold, 2003). Finally, a negative relationship between perceived investment in employee development and intentions to turnover was reported (Kuvaas & Dysvik, 2010). In summary, these studies illustrate the inconsistent results of the relationship between organisational support for development and intentions to turnover. Organisational support for development might increase or decrease intentions to turnover. In addition, studies have implied that it is required to include mediating factors to explain this relationship. The abovementioned results did not succeed in establishing an unambiguous relationship between organisational support for development and intentions to turnover. However, research related to organisational support suggests that employees will be motivated to contribute to an extent that benefits the organisation if the organisation offers development opportunities, (Kuvaas & Dysvik, 2010). Supporting employee development induces feelings of being a valued member of the organisation, which should reduce the employee s intent to leave the organisation. Thus, consistent with research that has established a negative relationship between perceived organisational support (Guzzo et al., 1994) as well as perceived investment in employee development (Kuvaas & Dysvik, 2010) and intentions to turnover, the present study expects to find support for the following hypothesis: Hypothesis 1: Organisational support for development is negatively related to intentions to turnover. In relation to the focus on employee development and the changing employment relationship, employability has received substantial attention (Van der Heijde & Van der Heijden, 2006). Employability is understood as taking control and realising one s present and future career potential (Berntson, Näswall, & Sverke, 2010; Direnco & Greenhaus, 2011), and is defined as the individual s probability to get a job on the internal and external labour market (Berntson et al., 2010; Forrier & Sels, 2003). Employees with relevant competence are considered attractive on the internal and external labour market and therefore report high levels of employability.

9 6 These competences refer to the knowledge, skills and abilities an individual acquires, which are appropriately transferred to respond to changes in the labour market (De Cuyper, Mauno, Kinnunen, & Mäkikangas, 2011; Van der Heijde & Van der Heijden, 2006). Thus, the definition of employability suggests competence development is critical for employees to remain employable in a competitive and dynamic market (Direnco & Greenhaus, 2011; Wittekind, Raeder, & Grote, 2009). Consequently, improving the individual s employability is favourable for the employer and the employee (Van der Heijde & Van der Heijden, 2006). Several studies have indicated a positive relationship between the employer s support for competence development and employability (De Vos, De Hauw, & Van der Heijden, 2011; Wittekind et al., 2009). This suggests that organisational support for development contributes in fostering employability. Since participation in development programs usually extends over a longer period, organisational support for development gives employees the impression that the organisation wants to invest in their present and future career development. Moreover, organisations that provide support for developing managerial and functional skills will increase the employees career potential and they will be able to respond to changing work demands. Based on these arguments, the present study states the following hypothesis: Hypothesis 2: Organisational support for development is positively related to employability. Some scholars have discussed whether employability might increase intentions to turnover. This discussion is based on the assumption that enhanced employability and the changing employment situation might have an affect on intentions to turnover (De Cuyper et al., 2011). Especially since employees in some sectors are increasingly changing job (De Cuyper et al., 2011). On the other hand, Wittekind et al. (2009) recommended that organisational consequences of employability should be examined to determine whether investing in employability pays off for the organisation. A recent longitudinal study established a negative and a non-significant relationship between employability and intentions to turnover. The same results occurred when support from the supervisor and social support from colleagues were included (De Cuyper et al., 2011). Employability was found to act as a moderator

10 7 between job insecurity and intentions to quit (Berntson et al., 2010). Employees who assumed they would easily find a new job reported stronger intentions to quit in a situation with higher job insecurity (Berntson et al., 2010). The relationship between employability and intentions to turnover was, however, not significant. Altogether, these results indicate that further research is needed to understand the relationship between employability and intentions to turnover. Leaving an organisation might entail substantial losses to the individual (De Cuyper et al., 2011), which implies that employability does not necessarily increase intentions to turnover. Acquiring relevant competence is a critical part of employability, suggesting that employees who report higher levels of employability are more resilient regarding changing work demands (Van der Heijde & Van der Heijden, 2006). Moreover, even though greater employability enhances the probability of getting a new job, changing jobs do not imply that employees will improve their competence development. Consequently, it is assumed that employees want to remain in an organisation in which they experience greater employability. Consistent with a recent study that found a negative relationship between employability and intentions to turnover (De Cuyper et al., 2011), the present study postulates the following hypothesis: Hypothesis 3: Employability is negatively related to intentions to turnover. As described earlier, several studies have not established a direct relationship between organisational support for development and intentions to turnover (e.g., D. G. Allen et al., 2003; Ito & Brotheridge, 2005; Lee & Bruvold, 2003). For instance, affective commitment has been shown to be an important mediator of the relationship between organisational support for development and intention to turnover (Lee & Bruvold, 2003), suggesting that other factors explain this relationship. Accordingly, an earlier study found that employability played a significant role in the relationship between job insecurity and intentions to turnover (Berntson et al., 2010). Specifically, employability improved the strength of the relationship when it was included. This finding contributes to the idea that employability could have an affect in other relationships in which intention to turnover is the outcome variable. Therefore, the present study suggests that employability could act as a mediator in the relationship between organisational support for development and intentions to turnover.

11 8 To further increase the understanding of how employability is related to intentions to turnover, De Cuyper et al. (2011) proposed including moderators in this relationship. The increased focus on continuous career and competence development to remain employable and achieve personal career goals, suggests employees pay attention to internal and external career opportunities. A recent study found that perceived career opportunities moderated the relationship between organisational support for development and voluntary turnover, such that the relationship was negative when career opportunities were high but positive when career opportunities were low (Kraimer et al., 2011). Perceived career opportunities are defined as employees perceptions of available work assignments and job opportunities within the current organisation that correspond with their career goals (Kraimer et al., 2011). The definition of perceived career opportunities acknowledges that individuals might have diverse goals and career interests. Thus, the perceptions of the availability of career opportunities in the organisation might vary. Moreover, the individual s career development is receiving increased attention, suggesting that career opportunities might be a significant factor in today s employment situation (Kraimer et al., 2011). A similar study found that high performers and employees at a higher job level who were promoted were more likely to report intentions to stay in the organisation compared to low performers (Hausknecht, Rodda, & Howard, 2009). Moreover, receiving promotions moderated the relationship between earning a degree through tuition reimbursement and voluntary turnover, indicating that employees who get promoted after earning their degrees were less likely to quit than those who were not promoted (Benson, Finegold, & Mohrman, 2004). In summary, these findings reflect the importance of available career opportunities and promotions in relation to turnover. Moreover, it emphasises that employees who participate in development programs tend to search for career opportunities that correspond with their increased competence development. Consistent with Kraimer et al. (2011) who argued that promotion is not the only way to retain employees who have received developmental support, the present study suggests that employability acts as a mediator and perceived career opportunities as a moderator in the negative relation between organisational support for development and intentions to turnover. Specifically, it is expected that the relationship is stronger when career opportunities are high. Including perceived career opportunities as a moderator might provide insights into the inconsistent findings

12 9 between organisational support for development and intentions to turnover (Kraimer et al., 2011). Thus, the following hypothesis is tested: Hypothesis 4: The negative relationship between organisational support for development and intentions to turnover is mediated by employability, and this mediation is moderated by perceived career opportunities. Specifically, the relationship is stronger when career opportunities are high compared to when career opportunities are low. Organisational Support for Development and Affective Commitment This study has presented affective commitment as an important retention factor to be investigated in the context of organisational support for development. The following sections will discuss the relationship between organisational support for development and affective commitment and present psychological contract breach and career success as two potential mediators of this relationship. Affective commitment reflects a preference to stay with the company that arises out of a sense of emotional attachment (N. J. Allen & Meyer, 1990). This attachment is different from mere feelings of what employees should do or the perceived costs of leaving the organisation, and rather implies a deeper feeling of belonging to the organisation (N. J. Allen & Meyer, 1990). Affective commitment was found to be related to favourable attitudes and behaviours such as increased organisational citizenship behaviour and performance (Meyer, Stanley, Herscovitch, & Topolnytsky, 2002). Therefore, affective commitment is assumed to be strongly related to the employees desire to contribute to the organisation s effectiveness, however, it might be difficult improving affective commitment (Döckel et al., 2006). D'Amato and Herzfeldt (2008) argued in favour of facilitating opportunities for development since it will likely increase organisational commitment. Although work inducements such as organisational support have been identified as important antecedents to affective commitment (D. G. Allen et al., 2003; Wayne, Shore, & Liden, 1997), additional research regarding how support in organisations can foster commitment among employees is required (Meyer et al., 2002). Earlier research has indicated that organisational support for development (Lee & Bruvold, 2003), perceived investment in employee development (Kuvaas & Dysvik, 2010), perceived

13 10 availability of training, and perceived supervisor support for training (Newman et al., 2011) were positively related to affective commitment. These findings suggest that employees who receive organisational support for development increase their affective commitment to the organisation. Consistent with the emphasis on competence development to respond to changing demands, receiving organisational support for development suggests the organisation values the individual s employment in the organisation. Accordingly, increased developmental support might promote the employees feelings of belonging to the organisation, and thus their affective commitment. Based on the findings relating organisational support for development to affective commitment, the present study expects to find support for the following hypothesis: Hypothesis 5: Organisational support for development is positively related to affective commitment. A growing body of research has applied the psychological contract to understand todays changing employment relationship (Zhao, Wayne, Glibkowski, & Bravo, 2007). It specifically contributes to understanding the employees perceptions of organisational support (Tekleab, Takeuchi, & Taylor, 2005). The psychological contract is defined as the set of mutual expectations, promises, and obligations that exist between the employee and the organisation, binding the parties to some set of reciprocal obligations (Conway & Briner, 2005; Rousseau, 1989; Rousseau & Tijoriwala, 1998). Thus, it implies promises of committing oneself to a future exchange (Robinson & Rousseau, 1994; Rousseau, 1989). The subjective perceptions of what is implied in the contract are created during the recruitment process and are revised throughout the employment relationship (Rousseau, 1990). Examples of the content of the psychological contract are inducements such as job security, training and development, support to learn new skills, autonomy, bonus, and meaningful work (Coyle-Shapiro & Kessler, 2000; Rousseau, 1990). Inducements relating to career development are important elements in the psychological contract (De Vos & Meganck, 2009). However, since the individual perceptions are subjective, the parties do not necessarily agree on what the psychological contract consists of. To date, many studies have examined psychological contract breach, which arises when one party perceives the other party has failed to fulfil promised

14 11 obligations (Morrison & Robinson, 1997). Thus, breach results in an imbalanced relationship and promotes a sense of discrepancy between what was promised and what was fulfilled (Coyle-Shapiro, 2002). Consistent with other research, the present study applies psychological contract breach to reflect when employees perceive the organisation has not delivered expected inducements. A negative correlation was found between perceived organisational support and psychological contract breach (Dulac, Coyle-Shapiro, Henderson, & Wayne, 2008). This suggests that employees perceive the psychological contract as breached if the organisation does not respond to the employees expectations regarding career development. Thus, providing organisational support for development influences the employees perceptions regarding the psychological contract. Moreover, employees are more inclined to perceive a psychological contract breach in a situation in which the organisation fails in delivering organisational support for development. Therefore, the present study postulates the following hypothesis: Hypothesis 6: Organisational support for development is negatively related to psychological contract breach. Psychological contract breach is considered vital in understanding why the psychological contract might negatively impact the employees feelings, attitudes, and behaviours (Conway & Briner, 2005). Meta-analytic results suggest psychological contract breach was negatively related to affective commitment (Zhao et al., 2007). Specifically, when employees perceived a breach they were inclined to either blame it on a misunderstanding regarding what had been promised or they assumed the organisation had intentionally disregarded its commitments (Lester, Turnley, Bloodgood, & Bolino, 2002). Consequently, when employees perceive a breach, the employee is likely to reduce his or her own contributions to the employer in order to restore balance in the relationship (Coyle-Shapiro & Kessler, 2000). Declining contributions might seriously damage the quality and existence of the psychological contract (Tekleab & Taylor, 2003). Consistent with these findings, employees feel less attached and reduce their affective commitment to the organisation when they perceive a psychological contract breach. Therefore, the present study expects support for the following hypothesis:

15 12 Hypothesis 7: Psychological contract breach is negatively related to affective commitment. Studies have indicated that the psychological contract is mediating the relationship between employee development, organisational support and affective commitment (e.g., Sturges, Conway, Guest, & Liefooghe, 2005). Specifically, the psychological contract mediated the relationship between informal organisational career management interventions such as receiving career advice and affective commitment (Sturges et al., 2005). Psychological contract breach was an important mediator of the relationship between perceived organisational support and affective commitment (Dulac et al., 2008). It is, hence, assumed that the relationship between organisational support for development and affective commitment is influenced by the employees perceptions of whether their psychological contract has been breached. Consistently, the present study postulates the following hypothesis: Hypothesis 8: Psychological contract breach mediates the relationship between organisational support for development and affective commitment. Together with psychological contract breach, the present study has suggested that career success is an important factor to investigate in the relationship between organisational support for development and affective commitment. Continuous development of knowledge, abilities and skills are becoming increasingly important to achieve personal career goals (Eby et al., 2003). Therefore, consistent with greater emphasis on competence and career development, career success has emerged as an important concept. Career success is defined as the individual s accomplishments of desirable work-related outcomes (Arthur, Khapova, & Wilderom, 2005; Judge & Bretz, 1994). These accomplishments are based on the result of one s accumulated work experiences (Judge & Bretz, 1994). Today, researchers are increasingly adopting subjective career success (Heslin, 2005), which is commonly operationalised as career satisfaction (Heslin, 2005; Judge, Cable, Boudreau, & Bretz, 1995; Ng, Eby, Sorensen, & Feldman, 2005). Meta-analytic results suggest supervisory support as well as training and skill development opportunities were positively related to career satisfaction (Ng et al., 2005). Another study identified a positive relationship between perceived support for

16 13 competency development and career satisfaction (De Vos et al., 2011). Thus, the present study will investigate career success operationalised as career satisfaction. Career satisfaction is defined as the satisfaction individuals experience from intrinsic and extrinsic features of their careers, such as pay and development opportunities (Greenhaus, Parasuraman, & Wormley, 1990). Moreover, it refers to the subjective evaluation of the job itself and this evaluation is related to the employee s expectations, goals, and achievements (Feldman & Ng, 2007; Ng et al., 2005; Seibert & Kraimer, 2001). Individual differences can influence perceptions of career satisfaction. For instance individuals have different career aspirations and place different values on factors such as income, access to learning, job progression, and employment security (Arthur et al., 2005). Thus, people might expect more from their careers than just salary and promotions (Heslin, 2005). In summary, career satisfaction is related to feelings of contentment and accomplishment regarding one s career and is partially based on objective indicators (Judge et al., 1995). Organisations form the context in which career development takes place. Due to the demands of the labour market organisations should therefore be involved in the employees career development (De Vos, Dewettinck, & Buyens, 2009; Kuijpers, Schyns, & Scheerens, 2006). Consistent with this argument, De Vos and Soens (2008) recommended to include the organisational component of career management as an antecedent of career success, since support from the organisation would likely affect career outcomes. The assumption is that if employees receive support for development they may be more likely to perceive they can achieve personal career goals, regardless of whether these goals are related to pay or job progression. Consistent with these findings, the present study states the following hypothesis: Hypothesis 9: Organisational support for development is positively related to career success. To date, research concerning career success has primarily investigated career success as an outcome variable (e.g., Colakoglu, 2011; De Vos et al., 2009; De Vos & Soens, 2008; Eby et al., 2003; Feldman & Ng, 2007; Greenhaus et al., 1990; Heslin, 2005; Judge & Bretz, 1994; Judge et al., 1995; Kuijpers et al., 2006; Ng et al., 2005; Seibert & Kraimer, 2001; Seibert, M., & Kraimer, 1999; Wayne, Liden, Kraimer, & Graf, 1999). To my knowledge, the relationship between career success and affective

17 14 commitment has not been empirically investigated. The abovementioned definition of career success posits that career success is the satisfaction individuals experience from their careers and the evaluation of the job itself (Feldman & Ng, 2007; Greenhaus et al., 1990). Since individuals perceptions of career success are directly influenced by their jobs, they might also perceive that employment in the organisation is important in facilitating career success. Consequently, career success might reflect individual s evaluation of their career achievements in the organisation. The result of this evaluation suggests that when employees experience greater career success, they want to continue the employment relationship and feelings of attachment and belonging to the organisation will increase. Thus, employees feel more committed to the organisation in which they achieve career success. Therefore based on these arguments, the following hypothesis is tested: Hypothesis 10: Career success is positively related to affective commitment. The present study suggests that organisational support for development is related to career success and that career success is related to affective commitment. Specifically, studies have found a positive relationship between organisational support for development and career success (e.g., Ng et al., 2005). However, to my knowledge, the relationship between career success and affective commitment has not been empirically investigated. In summary, the arguments that have been presented assume that employees who receive developmental support perceive they can achieve personal career goals. Thus, organisational support will positively influence career success. Additionally, employees who perceive they are achieving their personal career goals tend to feel more attached to the organisation and want to continue the employment relationship. Consistent with these arguments, the present study postulates the following hypothesis: Hypothesis 11: Career success mediates the relationship between organisational support for development and affective commitment.

18 15 Method Sample Data were collected in a large Norwegian engineering company that provides services to the oil and gas industry. In total, 1785 employees were invited to participate in the study. Out of this initial sample, 961 employees responded, which yielded a response rate of 53.84%. Within the sample, 80.65% (N = 775) employees were male and 19.36% (N = 186) were female (M = 1.19, SD =.40) (1 = male, 2 = female). The age ranged from 20 to 67 years (M = 38,61, SD = 9.87). Among the participants 31.01% (N = 298) held a managerial position, whereas the majority 68.99% (N = 663) held a non-managerial position (M = 1.69, SD =.46) (1 = managerial, 2 = non-managerial). Procedure All employees within the organisation were invited to participate in the survey. The data were collected by the use of an online questionnaire. A link to the questionnaire was distributed per to all employees in the company by the Human Resource Department. The participants were assured that all survey responses would be treated confidentially, and that the data would not point out any individual respondent. The questionnaires were returned electronically after completion. s reminding participants were sent out seven and fifteen days after the questionnaire initially was distributed. Measures The questionnaire contained scales measuring organisational support for development, psychological contract breach, career success, affective organisational commitment, employability, perceived career opportunities, and intentions to turnover. Respondents indicated the extent to which they agreed with each statement on a 5-point Likert-scale ranging from 1 = strongly disagree to 5 = strongly agree. The survey was administered in English, which is the official working language in the organisation. Organisational support for development. Employee development has differed in terms of how it has been measured. For instance, it has been measured in types of

19 16 development programs employees have been participating in (Birdi, Allan, & Warr, 1997; Kraimer et al., 2011), how effective different development programs are (Birdi et al., 1997), and whether employees have received support for development (Lee & Bruvold, 2003). The present study chose to measure the employees perception of organisational support for development based on two arguments. First, development programs differ across organisations and can hardly be compared. Second, measuring organisational support for development does not assume a specific type of development program applied in the organisation. Six items developed by Kraimer et al. (2011) together with six items developed by De Vos et al. (2011) were applied to measure organisational support for development. An example item is My organisation provides opportunities for employees to develop their specialised functional skills (Kraimer et al., 2011). Items from De Vos et al. (2011) were reworded into statements, which were consistent with the other items in the questionnaire. An example item is My organisation provides a more experienced colleague as a mentor who guides me in my job and from whose experience I can learn. Cronbach s alpha of the scale was.90. Psychological contract breach. The employees perspective on psychological contract breach was measured using three items developed by Tekleab and Taylor (2003). In Norwegian work life obligations are associated with the employment contract. Thus, the word obligations was replaced with the word expectations to reflect what creates psychological contact breach. An example item is (Company) has done a good job of meeting its expectations to me. An explanatory text was included where respondents were asked to consider (1) the expectations they formed during recruitment and the start of their employment, if employed less than five years, or (2) the expectations they formed during the last five years, if employed more than five years. In the present study, the Cronbach s alpha of the scale was.79. Career success. The employees perceived career success was assessed with a 5-item scale developed by Greenhaus et al. (1990). An example item is I am satisfied with the progress I have made toward meeting my overall career goals. Cronbach s alpha of the scale was.86. Affective commitment. The employees affective commitment was measured using six items developed by Meyer, Allen, and Smith (1993). An example item is I would be very happy to spend the rest of my career with this organisation. Cronbach s alpha of the scale was.84.

20 17 Employability. Consistent with De Cuyper et al. (2011) employability was assessed using two items developed by Griffeth, Steel, Allen, and Bryan (2005), one item developed by Berntson and Marklund (2007), and one item developed by Berntson, Näswall, and Sverke (2008). Example items are Given my qualifications and experience, getting a new job would not be very hard at all (Griffeth et al., 2005), My experience is in demand on the labour market (Berntson & Marklund, 2007), and It would not be very difficult for me to get an equivalent job in a different organisation (Berntson et al., 2008). Cronbach s alpha of the scale was.84. Perceived career opportunities. The employees perceived career opportunities were measured using three items from Kraimer et al. (2011). An example item is (Company) offers many job opportunity that match my career goals. Cronbach s alpha of the scale was.82. Intentions to turnover. The construct was assessed using four items from Kelloway, Gottlieb, and Barham (1999). An example item is I am thinking about leaving this organisation. Cronbach s alpha of the scale was.90. Control variables. Participants were asked to enter their age, gender, and position. For instance, studies have indicated that age was correlated with employability such that perceptions of employability decrease with age (Van der Heijden, 2002; Wittekind et al., 2009). Also, employees at higher levels of the organisational hierarchy might perceive more career options than employees at lower levels (Kuijpers et al., 2006). Data Analysis The analysis was performed with SPSS Means, correlations and standard deviations were calculated for the study variables. Missing Value Analysis indicated that only the variable Age had missing values (.94%). These missing values were replaced by the expectation maximum (EM) procedure. To ensure no assumptions regarding normal distribution were violated, the data were visually inspected and statistically analysed for skewness. Analysis revealed positive and negative skewness for affective commitment, intentions to turnover and employability, and these scales were transformed to fit the assumption of normal distribution (Tabachnick & Fidell, 2007).

21 18 To test the hypotheses, two different models where chosen as the appropriate method of data analysis: (1) a moderated mediation model and (2) a multiple mediation model. The moderated mediation model was chosen since it has the capacity to test the conditional indirect effect of a mediator contingent on the level of the moderator (Edwards & Lambert, 2007; Preacher, Rucker, & Hayes, 2007). As defined by Preacher et al. (2007), a conditional indirect effect is understood as the size of an indirect effect at a specific value of one or several moderators. Thus, the conditional indirect effect on Y is dependent on the value of the moderator. The multiple mediation model was chosen because it has the ability of testing multiple indirect effects simultaneously. As described by Preacher and Hayes (2008) the multiple mediation model has several benefits. First, it is possible to test the total indirect effect of a set of mediators to determine whether an overall effect exists. Second, it is possible to determine each specific mediator s mediating effect conditional on the presence of other mediators in the model. Third, the probability of parameter bias caused by omitted variables is reduced. Fourth, competing theories can be tested since the relative magnitude of each specific indirect effect is compared and assessed. Both models were conducted with Hayes and Preacher s (2012) SPSS PROCESS macro for testing moderation and mediation analysis. This macro uses bootstrap technique to test both the moderated mediation hypotheses and multiple mediation hypotheses. Bootstrap analysis is a nonparametric procedure; therefore it makes no assumptions about the sampling distribution of the variables or of the indirect effects (Hayes, 2009; Mackinnon, Lockwood, & Williams, 2004; Preacher & Hayes, 2008). According to Mackinnon et al. (2004), bootstrap technique has shown to have great statistical power and low Type 1 error rates. Bootstrapping involves generating sequences of unique data sets, called bootstrap samples, by repeatedly resampling from the original data set and estimating the indirect effect in each bootstrap sample (Edwards & Lambert, 2007; Preacher & Hayes, 2008; Shrout & Bolger, 2002). This resampling procedure is done with replacement, which means each case is returned and has an equal chance of being redrawn while the new sample is constructed (Hayes, 2009). By repeating this procedure thousands of times, it is possible to build an empirical estimation of the sampling distribution of the indirect effects as the new sample is treated as a small-scale representation of the population (Hayes, 2009). This sampling distribution is then used to derive bootstrap confidence

22 19 intervals to test the statistical significance of the total and specific indirect effects (Preacher & Hayes, 2008). An effect is considered significant when the confidence interval does not contain zero (Hayes, 2009; Preacher & Hayes, 2008). The moderated mediation model. The present study used a moderated mediation model to determine whether organisational support for development influence intentions to turnover through one mediator: employability, and one moderator: perceived career opportunities. Figure 1 displays the hypothesised moderated mediation model. The a1 coefficient represents the effect of organisational support for development on employability (the mediator), and the b1 and bm coefficients represent the effect of the mediator and moderated mediation on intentions to turnover. The path c1 is the total effect of organisational support for development on intentions to turnover. The path c 1 is the direct effect of organisational support for development on intentions to turnover. As suggested by Edwards and Lambert (2007), perceived career opportunities (the moderator) was included and tested for all paths to avoid making incorrect inferences of the effect of the moderator. The multiple mediation model. The multiple mediation model was used to determine whether organisational support for development influences affective commitment through two mediators: psychological contract breach and career success. Figure 1 displays the hypothesised multiple mediation model. The a2 and a3 coefficients represent the effects of organisational support for development on the mediators, and the b2 and b3 coefficients represent the effects of the mediators on affective commitment. The path c2 is the total effect of organisational support for development on affective commitment. The path c 2 is the direct effect of organisational support for development when controlled for the effect of the set of mediators. The specific indirect effect is the mediating effect of each proposed mediator, and is represented by a2b2 (psychological contract breach) and a3b3 (career success). Finally, the total indirect effect is the sum (a2b2 + a3b3) of the two mediators specific indirect effects. According to Preacher and Hayes (2008) testing a multiple mediation model should involve (1) an analysis of the total indirect effects, in other words, the overall effect of the set of mediators combined, and (2) an analysis of the specific indirect effect of each mediator. Thus, the multiple mediation model test the total and the specific indirect effect of psychological contract breach and career success.

23 20 Figure 1. The Hypothesised Moderated Mediation Model and Multiple Mediation Model The analysis and parameter estimates for both models were based on 5000 bootstrap samples drawn with replacement from the original sample of 961 respondents. This is consistent with Hayes (2009) recommendations. To test the significance of the total, indirect and conditional effects, 95% bias-corrected confidence intervals (BC CI) were used as this have been shown to be performing best in terms of power and Type 1 error rates (Mackinnon et al., 2004; Preacher & Hayes, 2008). If the BC CIs were different from zero, the indirect effect was statistically significant and mediation and moderated mediation were demonstrated (Hayes, 2009; Preacher & Hayes, 2008). The quantile option in PROCESS was applied for the moderated mediation model since it produces the conditional indirect effect for the 10 th, 25 th, 50 th, 75 th, and 90 th percentiles of perceived career opportunities.

24 21 Results Descriptive Statistics Table 1 presents the means, standard deviations, bivariate correlations and reliabilities of all study variables. To test the presence of multicollinearity due to a significant correlation between (1) career opportunities and employability, and (2) career success and psychological contract breach, collinearity diagnostics in linear regression analysis were performed. The analysis showed that the Tolerance-level (.98) was high and VIF-values (1.03) were low for perceived career opportunities and employability, and the Tolerance-level (.63) and VIF-values (1.58) were low for career success and psychological contract breach. These results indicated that multicollinearity was not an issue (Tabachnick & Fidell, 2007).

25 Table 1. Means, Standard Deviations, Correlations, and Reliabilities Variable M SD Age Gender (1 = male, 2 = female) * - 3. Position (1 = managerial, 2 = non-managerial) ** Organisational support for development ** (.90) 5. Career success **.59** (.86) 6. Psychological contract breach ** -.63** -.61** (.79) 7. Affective commitment ** **.46**.39** -.39** (.84) 8. Employability **.18** (.84) 9. Perceived career opportunities ** **.30**.25** -.29**.30** -.16** (.82) 10. Intentions to turnover ** -.50**.57** -.54** -.17** -.24** (.90) Note. N = 961. Cronbach s alpha reported in parenthesis. * p <.05. ** p <